K-12 Social Skills & Behavior Specialist (SY 2026-27) at Hmong College Prep Academy

Saint Paul, Minnesota, United States -

Full Time

Start Date

Immediate

Expiry Date

24 Jun, 26

Salary

75720.0

Posted On

26 Mar, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Behavioral Support, Social Skills Instruction, IEP Development, Data Collection, Progress Monitoring, Conflict Resolution, De-escalation Techniques, Behavioral Management, Crisis Intervention, Interpersonal Skills, Communication, Organizational Skills, Time Management, FERPA Compliance, Autism Spectrum Disorder (ASD), Emotional Behavioral Disorders (EBD)

Industry

Description

Description Job Category: School Year – Salaried Professional Employees Classification: FTE 1.0 Job Location: Onsite Starting Salary: $45,000 - $75,720+, plus a sign-on stipend of $3,000 prorated based on start date. Additional lanes may be applied based on the position. Reports To: Sr. Special Education Manager Hmong College Prep Academy’s mission is to provide the best integrated, challenging, and well-rounded educational experience to students in grades K-12. If you want to make a difference as part of a dynamic educational community, we invite you to apply to join our team at Hmong College Prep Academy where graduates will be rich in experiences, culture, knowledge and pride, and will be ready for the challenges of college and beyond. Position Summary HCPA is a Title I Charter School that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. Under supervision, the K-12 Social Skills & Behavior Specialist will provide behavioral and social skills support and direct instruction as outlined by student’s Individual Education Program (IEP) and meet other academic and physical needs. Monitor and collect data on social skills and behaviors as well as document progress for students receiving special education services with demonstrated needs to improve social skills and/or behavioral regulation which interfere with student learning. Maintain confidentiality of student and family information as required under FERPA. Responsibilities Provides direct services to students identified in need of social and behavioral intervention and/or services. Assist certified teachers and/or school psychologist with writing behavior components of the Individual Education Program plan (IEP) in cooperation with other special education staff and parents. Participates in trainings to continue to learn new strategies for social skills and behavioral intervention and remediation. Accompanies teachers and identified students on field trips, community based training, travel and vocational trainings as needed. Applies knowledge of the characteristics for a wide range of intellectual disabilities as well as disorders such as autism (ASD), emotional behavioral problems (EBD), Attention Deficit, Hyperactivity Disorder (ADHD), traumatic brain injury (TBI), and other disabilities and the social and emotional behaviors that may be encountered. Communicate and collaborate with case managers regarding student behavior intervention/support plans. Attend student IEP meetings as requested. Data collection and progress report writing. Accountabilities Supports school goals and objectives consistent with the vision, mission, and values of HCPA. Participates in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts. Establishes and maintains effective and cooperative relationships with students, parents, teachers, and other school staff. Responds appropriately and promptly to parent, student, and staff member needs. Maintains strict confidentiality regarding students and the educational setting. Engagement Activities Volunteer activities 3 HCPA volunteer activities are required. These events take place outside of the traditional school day. Teachers may select the activities that fit best with their interests and student grade level. These activities may include open houses, school dances, prom, concerts, etc. Required activities: Grade Level Parent Meetings Fall and Spring Parent /Teacher Conferences HCPA Graduation Bus Duty - Elementary staff assist with walking elementary students to the buses at the end of the day. Breakfast Duty - Middle school and high school teachers assist with morning duty based on a rotational schedule. Misc. Committees There are many additional opportunities for members of the HCPA teaching staff to engage with the community and personally expand their skills. Participation in these committees is highly encouraged. Requirements Required Qualifications Licensed social worker, school psychologist, marriage and family therapist, or special education teacher; Minimum of three (3) years of experience with special education students in an organized setting or equivalent. License / Certification Requirements: current Crisis Prevention Institute (CPI) Certification or the ability to complete CPI training is required. Essential knowledge and specialized subject knowledge required to perform the essential functions of the job: o Knowledge of problem solving and conflict resolution techniques. o Knowledge different cultural values, traditions and influences across the student body. o Knowledge of de-escalation techniques. o Knowledge of behavioral management strategies, nonviolent crisis intervention and methods. o Knowledge of district and building level policies, guidelines, rules or philosophy pertaining to discipline and appropriate student behavior and consequences. Strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds. Ability to communicate effectively, both verbally and in writing. Excellent organizational and time management skills; ability to multi-task. Knowledge of the programs, functions, and procedures of a school setting. Ability to remain calm in emergency and stressful situations. Ability to exercise initiative and sound and effective judgment within established guidelines. Highly recommended knowledge/experience working with students and mental health. Preferred Qualifications Board Certified Behavioral Analyst (BCBA) highly desirable. Other information Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States. Work Environment/Conditions Duties are normally performed in a school/classroom environment; school building is a multi-level building that has an elevator and is accessible. Position requires extensive interaction with children of all ages. Possible exposure to loud and noisy locations (e.g. loud classrooms or cafeterias; children speaking or laughing loudly). Operate standard equipment (computer, fax machine, telephone, copier machines, etc.). Fast-paced environment. Requires frequent keyboarding which calls for repetitive motion and rapid eye movements, frequent use of the telephone. Position requires the ability to sit for extended periods of time, ability to push, reach, or bend. Work may require weekend and/or evening work and some travel may be required. Teachers and Paraprofessionals Duties may occasionally be performed: on field trips away from school. in outdoor environments, such as athletic fields or playgrounds. in varying weather conditions, such as hot or cold weather. For details on the benefits program go to: https://www.hcpak12.org/Page/136 To apply or check out other opportunities, go to https://www.hcpak12.org/career s Equal Employment OpportunityHmong College Prep Academy District is an equal opportunity employer and supports an inclusive workplace environment.

Responsibilities

The specialist provides direct behavioral and social skills support and instruction to K-12 students as mandated by their Individual Education Programs (IEPs). This role involves monitoring and collecting data on student progress regarding social skills and behavioral regulation that may impede learning.